We had a badges session last week at the CETIS conference (here are some summary slides and my slides on some requirements). I'd like to reflect on that, not directly (as Phil has done) but instead by looking forward on how a badge system for leisure activity might be put together.
Badges can be seen as recognisable tokens of status or achievement. But tokens don't work in a vacuum, they depend on other things to make them work. Perhaps looking at these may help us understand how they might be used, both for portfolios and elsewhere.
Having verified information included in learner-owned portfolios looks attractive to employers and others, but perhaps it would be better to think in terms of verifiable information, and processes that can arrange verification on demand.
Along with Scott Wilson and others, I was at a meeting recently with a JISC-funded project about doing electronic certificates, somewhat differently [...]
This conceptual model now includes basic ideas about what goes on in the individual, plus some of the most important concepts for PDP and e-portfolio use, as well as the generalised formalisable concepts processes surrounding individual action. It has come a long way since the last time I wrote about it.
The minimised version is here, [...]
This version of the conceptual model (of learning opportunity provision + assessment + award of credit or qualification) uses the CmapTools facility for grouping nodes; and it further extends the use of my own "top ontology" (introduced in my book).
There are now two diagrams: a contracted and an expanded version. When you use CmapTools, you [...]
I spent 3 days in Lyon this week, in meetings with European project colleagues and learning technology standardization people. This model had a good airing, and there was lots of discussion and feedback. So it has developed quite a lot over the three days from the previous version.
So, let's start at the top left. The [...]
As promised, the model is gently evolving from the initial one posted.
Starting from the left, I've added a "creates" relationship between the assessing body and the assessment specification, to mirror the one for learning. Then, I've reversed the arrows and amended the relationship captions accordingly, for some of the middle part of the diagram. This [...]
First of an projected series setting out a conceptual model including learning, evaluation and awarding, in time showing the evolution of a conceptual model and the reasons and motives behind that.
